Childminder in North Tyneside

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Requires improvement

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The provision is good

Children are confident and independent learners. They display high levels of emotional well-being during play. The childminder understands how to give children a good start in their learning and development. She has continued to offer childcare during the pandemic, but not all children were able to attend. Once they were able to return to her setting she assessed where they were in their development. This enabled her to find out if there were any delays or gaps in their learning, which she could address. For example, she found that there were some delays in children's speech and language. The childminder is focusing on developing this area. She speaks in a clear voice and repeats words often, so children hear the correct way to say them. Children become successful in saying the words for themselves, such as 'Rhinoceros' and 'Orangutan'.

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The provision is good

Children behave well. They respond well to the childminder who teaches them how to share toys and to take care of them. This helps children to understand right from wrong from an early age. They are keen to tidy toys away when they have finished with them.

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need to do better?

n Children are happy, settled and keen to learn. The childminder is sensitive to children's needs. This fosters their security and emotional well-being. Young children explore the environment with enthusiasm and feel reassured that the childminder is nearby. She helps them learn how to keep themselves and others safe. n Since the last inspection the childminder has worked hard on her professional development. She has completed many training courses online, which have helped her to understand how children learn and develop. For example, she teaches children to make marks in a wide variety of different ways. The childminder understands that the foundations need to be there before a child learns to write. Babies can use their fingers and bodies to make marks with paint while older children start to form shapes with crayons and pencils, in preparation for writing. There are lots of discussions during activities. For instance, children

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need to do better?

learn about different animals. Children recall that koalas hold tight to the tree and that giraffes have long necks so they can reach leaves. n The childminder has established very good working partnerships with parents. She holds frequent online meetings with them to discuss their child's development. She discusses with them what their child will learn in the setting that day. She takes account of children's interests that they have shown at home. For example, she arranges activities that link to the sea. This follows a child's interest from home in rock pooling. n The childminder provides a wide range of outings. Children often visit the local

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need to do better?

7 May 2021 high street where they can see and talk about what is happening. They talk about similarities and differences in the world. Children explore and investigate nature. They develop their physical skills when they visit the park. They learn how to climb on the large play equipment. This develops their large muscle control. The childminder incorporates learning into these outings, such as mathematics. Children begin to recognise written numbers as they look for the numbers on doors. n The childminder is not as skilful in supporting children to develop their thinking skills. For instance, when children come across a problem building a train track, the childminder does not encourage them to work out a solution, before she tells them what to do. n The childminder gets to know children and their families very well from the start. She implements a careful settling-in process. The childminder finds out about

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need to do better?

children's routines and development at home, what their interests are and their likes and dislikes before the parents leave children in her care. The childminder uses this, along with her own assessments of children's learning, to plan for the next step in children's development. Children make good progress.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder safeguards children while they are in her care. She restricts adults entering her house to minimise the spread of infection. The childminder disinfects children's lunch boxes when they arrive and stores them appropriately. Children wash their hands throughout the day. They become independent in managing to use the soap and water. The childminder keeps her safeguarding knowledge updated. She can identify signs and symptoms that may show that a child is at risk of harm. She is also aware of wider safeguarding concerns, such as the 'Prevent' duty. She knows who to contact if she has a concern about a child in her care.

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should:

n give children enough time to process their thoughts, to help them to work things out for themselves and to express their ideas.

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Setting details

Unique reference number 309968 Local authority North Tyneside Inspection number 10126757 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 9 Date of previous inspection 2 October 2019

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Information about this early years setting

The childminder registered in 2000 and lives in Monkseaton, North Tyneside. She operates all year round from 8am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a level 3 childcare qualification. The childmimder provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the setting received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in the evaluation of the provider. n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n The inspector carried out a joint evaluation of an activity with the childminder. n Discussions were held with the childminder. The inspector looked at relevant documentation and evidence of the suitability of persons living in the household. n A tour was taken of the home and the inspector spoke to children during the inspection.

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Inspection activities

7 May 2021 We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Inspection activities

7 May 2021 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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